The purpose of this research is to develop a methodology for physical recreation of disabled students at university. The methodology for organizing recreation is based on the results of studying students’ psychophysiological characteristics. The psychophysiological status of 19 university students was determined using psychomotor tests of the psychophysiological testing device "Psychophysiologist". The authors compared data obtained with the indicators of the control group of students without pathology. They found out that 80% of students with disabilities had a weak type of nervous system, which indicated a rapid level of fatigue due to mental or physical stress. 93.3% of students with disabilities did not have a leading hemisphere and a leading analyzer. The majority of students in the experimental group (66.7%) showed an increased and high level of personal anxiety. The data obtained significantly differed from the corresponding indicators of students without disabilities. On the basis of the data obtained, the authors have worked out recommendations for the organization of physical recreation. It is proposed to build physical recreation classes on the principle of blocks, starting with the elements of remedial gymnastics. After gymnastics classes there is a warm-up. In the second block, the main part of the lesson should be in water, using aquatics. The third block includes using outdoor games. The article formulates recommendations for the organization of recreation, taking into account the psychophysiological status. The presented data may be used by teachers of physical culture and specialists in adaptive physical culture.

students with disabilities, physical recreation, psychophysiological status.